Teacher Visual Impaired

Job Description – Teacher of the Visual Impaired )

Position Title:

Teacher of the Visual Impaired - (  )

This position will work with a team of experts in our Visually Impaired Department on campus. The provider is a Teacher for the Visually Impaired (TVI) specifically trained to teach students who have a visual impairment and that can provide intensive, individualized instruction for students with complex support needs. The teacher needs to excel in high‑intensity environments that focus on developing functional sensory access, tailored communication strategies, and meaningful daily routines to help students navigate their world.

Provider is an expert in modeling strategies for learning and daily activities, as they understand how vision impacts a student’s learning. The provider will teach various skills such as self‑advocacy, braille, assistive technology, and other expanded core curriculum areas. The provider will also be required to teach content standards. In addition, they design and implement instructional plans individualized to each student’s needs.

A. Provide Direct Instruction (60%)

B. Instructional Plans, Conducting Assessments, and Documenting (20%)

C. Family and Caregiver Communication (15%)

D. Other Duties as Assigned (5%)

Understand how exceptionalities may interact with development and learning and use this knowledge to provide culturally responsive, meaningful, and challenging learning experiences for individuals with exceptionalities.

Demonstrate the ability to create and implement personalized, safe, respectful, inclusive, and culturally responsive learning.

Demonstrate knowledge of standards used in Montana schools and the ability to use general and specialized curricula to implement individualized learning opportunities that align with the needs of students with exceptionalities.

Use multiple methods of assessment and data sources to evaluate and identify individualized learning needs and make a variety of education decisions.

Select, adapt, and use a repertoire of evidence‑based instructional strategies including explicit, systematic instruction, assistive technology, whole group instruction, small group instruction, and individual instruction to support and self‑regulate learning.

Use foundational knowledge of the field along with professional ethics and standards.

Collaborate, communicate, and advocate in culturally responsive ways with all individuals involved in the special education process to improve programs, services, and outcomes for individuals with exceptionalities and their families, including, but not limited to, facilitating meetings, scheduling services, working with para educators and related providers, and implementing accommodations and modifications.

Demonstrate an understanding of the philosophical, historical, and legal foundations of special education.

Demonstrate proficiency in special education procedural competencies including knowledge of state and federal regulations, rules, and processes and knowledge of the state data collection system and state forms.

Demonstrate an understanding of disability categories and characteristics to the extent necessary to use eligibility criteria to make informed decisions concerning learner identification.

Understand the models, theories, philosophies, and regulatory history that form the basis for educating students who are visually impaired or blind, including those with additional disabilities.

Possess a deep understanding of the unique development and learning needs of students who are visually impaired or blind.

Design and implement learning experiences that include the school district curriculum and the expanded core curriculum (ECC), and use effective instructional strategies for students who are visually impaired or blind.

Understand strategies and reading methods for using alternative learning media, i.e., Braille, large print, auditory.

Understand strategies for teaching the use of assistive technology, e.g., optical, nonoptical, high to low tech.

Understand strategies for teaching…